Institutional Diagnosis of University Students´ Perceptions of Generative AI: Differences across Fields of Knowledge

DOI: https://doi.org/10.54674/ess.v37i2.1142
Keywords: Artificial intelligence; university students; educational projects

Abstract

This study aims to highlight the importance of universities developing their own institutional diagnostics that reflect students’ real needs and their approaches to GAI according to their fields of knowledge. A cross-sectional study was conducted with the participation of 2,256 students representing seven fields of knowledge. The results reveal both shared perceptions among students from different areas and differences in how they use and value GAI in their performance and learning. The study concludes that it is essential for institutions to examine their own realities and design more targeted strategies. For the student population analyzed, institutional strategies should: 1) prioritize reducing gaps in access to and use of GAI across different fields of knowledge; 2) move from general frameworks and criteria guiding GAI use toward the development of protocols that define procedures for addressing specific situations; and 3) promote the appropriation of GAI as a complementary or constitutive artifact in learning processes, rather than a substitute for cognitive development.

Author Biographies

Juan Carlos Castellanos Ramírez, Autonomous University of Baja California, Baja California, Mexico

He holds a Ph.D. in Educational Psychology from the University of Barcelona. Since 2018, he has been a member of the National System of Researchers (SNII). He is a professor and researcher at the Autonomous University of Baja California (UABC) in Mexico, where he is part of the Academic Staff of the Department of Education Supported by Information, Communication, and Collaboration Technologies. He currently coordinates the Doctorate in Educational Technology at UABC, a program offered in an online format. He is also a member of the Mexican Thematic Network for the Development and Incorporation of Educational Technology (RedLaTe).

Shamaly Alhelí Niño Carrasco, Autonomous University of Baja California, Baja California, Mexico.

Ph.D. in Educational Psychology from the University of Barcelona. Member of Mexico’s National System of Researchers (SNII). Professor at the Autonomous University of Baja California (UABC) and member of the Academic Staff for Education Supported by Information, Communication, and Collaboration Technologies. She has participated as a technical lead and collaborator in various research projects related to educational technology, ICT-mediated education, and virtual learning modalities. She is a member of academic networks specializing in educational technology and educational research.

Yessica Espinosa Diaz, Autonomous University of Baja California, Baja California, Mexico.

Professor at the Institute for Social Research at the Autonomous University of Baja California. She holds a Ph.D. in Science from UABC and a Master’s degree in Information Technology Management from the Tecnológico de Monterrey. Since 2004, she has worked at UABC, combining teaching, research, and administrative duties. She has been responsible for institutional distance learning initiatives, as well as for educational program accreditation processes, curriculum design, learning assessment, and teacher training. She has been a member of the National System of Researchers in Mexico. Her research interests include leadership, digital transformation, and accessibility in higher education.

Published
2026-05-30
How to Cite
Castellanos Ramírez, J. C., Niño Carrasco, S. A., & Espinosa Diaz, Y. (2026). Institutional Diagnosis of University Students´ Perceptions of Generative AI: Differences across Fields of Knowledge. Higher Education and Society Journal (ESS), 37(2), 185-204. https://doi.org/10.54674/ess.v37i2.1142
Issue
Vol 37 No 2 (2025): Artificial Generative Intelligence (GenAI) in teaching and research: best practices, challenges, and prospects
Section
Articles Thematic Dossier

Copyright (c) 2025 Juan Carlos Castellanos Ramírez, Shamaly Alhelí Niño Carrasco, Yessica Espinosa Diaz

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